Interactive Health and Fitness:
A Practical Approach to Wellness
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Scott Lyons
John Jackson
Willie Hey
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PART 1: PHYSICAL ACTIVITY AND ITS ASSOCIATION WITH WELLNESS
AND DISEASE
Chapter 1 —Wellness and Behavior Change
Module 1.1 What Is Wellness?
Health, Illness & Lifestyle
Risk Factors
Module 1.2 Wellness Dimensions
Physical Wellness
Mental-Intellectual Wellness
Emotional Wellness
Spiritual Wellness
Social Wellness
Environmental Wellness
Module 1.3 Strategies for Improving Health Behavior
Factors Affecting Behavior Change
Stages of Change Model
Health Belief Model
Additional Behavior Change Strategies
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Chapter 2 — Importance of Physical Activity
Module 2.1 What Is Physical Activity?
Physical Activity and Exercise
Methods to Assess Physical Activity Levels
Ways to Increase Physical Activity Levels
Module 2.2 Benefits of Physical Activity
Quality and Quantity of Life
Landmark Studies on Physical Activity
Socioeconomic and Other Types of Risk Factors
Module 2.3 Chronic Diseases and Conditions Related to Physical Inactivity
Cardiovascular Disease
Cerebrovascular Disease
Diabetes
Obesity
Cancer
Osteoporosis
Other Risk Factors
Chapter 3 — Importance of Exercise
Module 3.1 Health-Related Components of Physical Fitness
Cardiorespiratory Endurance
Muscular Fitness
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
Flexibility
Body Composition
Module 3.2 Principles of Fitness
Specificity
Individual Differences
Reversibility
Overload
Module 3.3 Developing and Adhering to an Exercise Program
Goal Setting
Incorporating the Assistance of Professionals
Barriers to Exercising
PART 2: IMPROVING FITNESS
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Chapter 4 – Assessment and Improvement of Cardiorespiratory Fitness
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Module 4.1 Importance of Cardiorespiratory Fitness
Fitness Level and Goals
Barriers to Fitness
Orthopedic Limitations and Safety
Choosing the Proper Method of Assessment
Module 4.2 Assessing Cardiorespiratory Fitness
Laboratory Tests
Field Tests
Module 4.3 Improving Cardiorespiratory Fitness
Components
Specificity and Cross-Training
Strategies
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Chapter 5 – Assessment and Improvement of Muscular Fitness and Flexibility
Module 5.1 Importance of Muscular Health
Importance of Muscular Strength
Importance of Muscular Endurance
Importance of Flexibility
Module 5.2 Assessing Muscular Health
Importance of Assessing Muscular Health
Tests to Assess Muscular Strength
Tests to Assess Muscular Endurance
Tests to Assess Flexibility
Module 5.3 Improving Muscular Health
Types of Muscular Contractions
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Training for Muscular Strength
Training for Muscular Endurance
Training for Increased Flexibility
Chapter 6 – Body Composition
Module 6.1 Why Measure Body Composition?
Potential Effects of Too Much Body Fat
Potential Effects of Insufficient Body Fat
Measuring Change of Body Fat Over Time
Factors to Consider When Choosing a Measure
ment Method
Module 6.2 Anthropometric Measurements
Body Weight
Height-Weight Tables
Body Mass Index (BMI)
Waist-Only Measure
Waist-to-Hip Ratio
Other Girth/Circumference Measures
Module 6.3 Body Composition Measurements
Hydrostatic (Underwater) Weighing
Air Displacement Plethysmography
Dual-Energy X-Ray Absorptiometry
Skinfold
Bioelectrical Impedance Analysis
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Chapter 7 – Nutrition and Weight Management
Module 7.1 Nutrients In
Energy-Containing Macronutrients
Non-Energy-Containing Macronutrients
Module 7.2 Energy Out
Resting Metabolic Rate
Physical Activity
Thermic Effect of Food
Module 7.3 Factors Affecting Body Composition
Physiological Factors
Non-Physiological Factors
Module 7.4 Diets
High Fat
High Protein
High Carbohydrate
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
PART 3: HOLISTIC WELLNESS
Chapter 8 — Stress and Wellness
Module 8.1 Identifying and Understanding Stress
Why Does Stress Exist?
Kinds of Stress and Stressors
Personality and Stress
Stress and the College Student
Module 8.2 Physiological Impact of Stress on the Body
How Stress Affects Body Systems
General Adaptation Syndrome
Module 8.3 Managing Stress
Interventions for Stress Reduction
Implementing a Stress Reduction Plan
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Chapter 9 — Psychoactive Substances
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Module 9.1 The Drug Problem
Factors Influencing Drug Effects
Drug Types and Drug Schedules
Module 9.2 Drug Classifications
Alcohol
Tobacco
Marijuana
Over-the-Counter
Narcotics
Stimulants
Sedative-Hypnotics
Hallucinogens
Module 9.3 Overcoming Addiction
Treatment
Recovery
Resources
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Chapter 10 — Interpersonal Wellness and Sexuality
Module 10.1 Forming Relationships
Kinds of Relationship Bonds
Relationship Communication
Characteristics of Quality Relationships
Module 10.2 Dimensions of Human Sexuality
Human Sexual Response
Sexual Behavior Patterns
Module 10.3 Sexually Transmitted Infections (STIs)
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Risk Factors
Pathogens
Chain & Stages of Infection
Immune System
Prevalence & Most Common STIs
Risk Reduction
Disease Prevention
PART 4: PHYSICAL ACTIVITY, AGING, AND DISEASE
Chapter 11 —Aging and the Impact on Wellness
Module 11.1 Module 11.2 Module 11.3 Module 11.4 Module 11.5 Module 11.6 UNP
Aging and Physical Wellness
Aging and Intellectual Wellness
Aging and Spiritual Wellness
Aging and Emotional Wellness
Aging and Social Wellness
Aging and Environmental Wellness
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Chapter 12 — Chronic Diseases and the Leading Causes of Death in the
United States
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Module 12.1 Cardiovascular Disease
What is Cardiovascular Disease?
Common Types and Risk Factors of
Cardiovascular Disease
Prevention of Cardiovascular Disease
Treatment of Cardiovascular Disease
Module 12.2 Cancer
What is Cancer?
Common Types and Risk Factors of Cancer
Prevention of Cancer
Treatment of Cancer
Module 12.3 Other Leading Causes of Death
Chronic Lower Respiratory Disease
Stroke
Accidents
Alzheimer’s Disease
Diabetes
Kidney-related Diseases
Influenza/Pneumonia
Suicide
PART I
Physical Activity and
Its Association With
Wellness
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
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Chapter 1: Wellness and Behavior Change
“Those who think
they have not time
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for illness.”
– Edward Stanley
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
Each individual is ultimately responsible for his or her well-being,
and striving for optimal wellness is
the key to a better long-term quality of life. In order to maintain
good health over a lifetime, first
the whole person must be balanced
in body, mind, and spirit. Second,
each person must accept personal
responsibility and foster a healthy
attitude that will improve quality of life and aid in reaching their
individual human potential. To
accomplish this, a person must be
empowered and see him- or herself
as in control of improving overall wellness, resulting in a better quality of life.
Thus, having an internal locus of control is essential. An internal locus of control
is characterized by a person having the belief that he has control over his own actions, is more driven by his own thoughts, and is true to his beliefs. An external
locus of control is characterized by a person’s belief that someone or something
else is in control of a situation (Donatelle, 2014).
Another vital aspect in establishing and leading a wellness lifestyle is self-efficacy. Self-efficacy is the belief in one’s ability to accomplish a specific task,
achieve certain goals, or influence life events by performing appropriate behaviors. Self-efficacy is something each individual can give him- or herself by
internally providing oneself the encouragement necessary to acquire a sense
of competence. The earlier in life one begins the lifelong process of becoming
healthy, the greater the possibility of success. We must recognize that values
and behaviors represent both the beneficial and negative aspects of our living
practices. At the same time, we should be aware of the powerful influence they
exert on our lives. Consequently, a person who understands this can exemplify a
lifestyle conducive to high level, or holistic wellness; exhibit a style of living that
is healthy in body, mind, and spirit; and enhance the probability that he or she
will attempt to incorporate those beneficial aspects in daily life (Bandura, 1998,
Anspaugh & Ezell, 2007).
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Locus of control is the location (internal or external) that a person believes is
the source and cause of life events.
Self-efficacy is the belief in one’s ability to accomplish a specific task or
behavior.
Chapter 1: Wellness and Behavior Change
Module 1.1 What is Wellness?
Learning Objectives
After studying this module, the reader will be able to
• identify the connection between, health, illness, lifestyle, and wellness;
and
• identify how behaviors influence risk factors that affect wellness.
Wellness
Wellness has been defined as “the constant and deliberate effort to stay
healthy and achieve the highest potential for total well-being (Hoeger & Hoeger,
2008). High-level wellness is synonymous with optimal health and is often described as the ability to have a purposeful and enjoyable experience of living
one’s life while progressing higher on the continuum of positive health indicators
from irreversible damage to optimum wellness (Donatelle, 2011).
Accepted definitions of the word health range from feelings of wellness and
not showing signs of sickness to the absence of symptoms of sickness. The World
Health Organization was the first to define health in 1947 as “a state of complete
physical, mental, and social well-being and not merely the absence of disease
and infirmity. A newer definition by the Joint Committee on Health Education
Terminology (Gold, January 2002), states that “health is an integrated method
of functioning that is oriented toward maximizing the potential of which the
individual is capable. It requires that the individual maintain a continuum of
balance and purposeful direction with the environment where he is functioning.” Health has also been defined in terms of an individual’s quality of life,
encompassing social, mental, and biological well-being resulting from his or
her ability to adapt to the environment. (Anspaugh & Ezell, 2007; Hoeger &
Hoeger, 2008; Payne et al., 2009).
Is there a difference between health education and health promotion? Yes.
The term health promotion is occasionally used incorrectly in reference to health
education. What distinguishes the two terms is that health promotion is much
broader in scope than health education. Health education is an integral part of
health promotion but is just one of several components of health promotion that
can be used to influence health and a person’s quality of life (Anspaugh & Ezell,
2007). Health promotion has been defined as “any combination of health education and related organizational, political, and economic intervention designed to
facilitate behavioral and environmental changes conducive to health” (National
Center for Health Fitness, 2006). The Society for Public Health Education de-
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Wellness has been defined as the constant and deliberate effort to stay healthy
and achieve the highest potential for total well-being.
Health is a range from feelings of wellness and not showing signs of sickness
to the absence of symptoms of sickness.
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
fines health education as “any combination of learning experiences that promote
voluntary actions and informed decisions conducive to health” and “health education is concerned with the health behavior of individuals and with the living
and working conditions that influence their health” (NCSOPHE, 2006).
Those people who make progress in reducing health risks and make the necessary behavior change choices that improve their lifestyle have the following
characteristics in common.
• They are wellness savvy and have educated themselves with reliable information whenever possible.
• They acclimate to their environment, know their resources and risks, and
can seek help from support networks and can advocate for their wellness.
• They consider their unique needs, know the best ways of making positive
behavior change for themselves, and can develop a plan with realistic
goals that increase chances for success.
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Most often, when people feel well, they define themselves as being healthy.
In essence, health describes a person whose physical body functions efficiently
and is able to resist the onset of disease; whose mental state allows him to cope
well with stress; who has high self-esteem and a sense of control over their life
events; whose social wellness supports positive relationships; and whose sense of
spirituality recognizes the person’s purpose in life and understands the importance of peacefulness to overall well-being (Meeks et al., 2007).
Generally there is agreement on the components that constitute good health,
but attempting to define health so it is measurable and precise is difficult. One
conceptualization of health describes a continuum from optimal health to premature death, on which there are degrees of wellness and illness. This continuum concept of health reflects an individual’s continuous balance of the body,
mind, and spirit components to produce happiness and a higher quality of life.
In this concept, people take responsibility for their own health through their
attitude and actions. When acknowledging this continuum concept, we must
also be able to define and recognize illness (Donatelle, 2014; Hoeger & Hoeger,
2008; Payne et al., 2009).
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Illness
Illness has been described as experiencing sickness or as a lack of well-being.
The feeling of illness is generally what directs people to their medical provider.
When a person perceives there is something wrong with her body, which is usually accompanied by physical or emotional symptoms, that often signals illness
(Anspaugh & Ezell, 2007).
Over the years, health professionals have agreed that a mind-body connection exists between wellness and illness, because emotions, beliefs, behaviors,
Illness has been described as experiencing sickness or a lack of well-being.
Chapter 1: Wellness and Behavior Change
and lifestyle have a profound influence not only on the body’s ability to stave
off disease but also on its ability to heal. Therefore, the effect of the mind on the
body must not be underestimated, because our health is affected by the interrelationship among biophysiological, psychological, and social factors (Donatelle,
2014; Hoeger & Hoeger, 2008; Payne et al., 2009).
Lifestyle
Lifestyle and the behaviors that constitute it make an important contribution
to well-being. Lifestyle consists of choices, actions, habits, and patterns that are
within our control and that increase or decrease our risk for illness or disease.
Because lifestyle and health-related behaviors contribute to health status, the
health behaviors engaged in are a major factor in determining health and the
factors that put it at risk. Health behavior is any activity undertaken by a person
who believes him- or herself to be healthy for the purpose of preventing disease
or detecting it at an asymptomatic stage. Modifying lifestyle by decreasing controllable risk factors can decrease overall health risk.
Health risk factors are characteristics or patterns of behavior that are associated with the potential for developing an illness or a disease. A risk factor usually
does not cause a disease or illness, but it does increase the likelihood of its occurrence. Some risk factors are within a person’s control and can be modified. These
include insufficient exercise, poor diet and eating behaviors, smoking, and substance abuse, among others. Risk factors not within a person’s control include
age, sex, and genetic predispositions (Meeks et al., 2007).
Wellness should be characterized as a lifelong process that involves obtaining
correct health-related information, changing attitudes when needed, and influencing behaviors that enhance our health. In other words, wellness is developing
a sense of individual responsibility for health, leading to health enhancement or
high-level wellness. As part of this process, a person should develop self-esteem,
self-confidence, and a sense-of-achieve success (???) not only in health-related
matters but also in decision-making ability. Good decision-making skills help
people make better choices about the personal, family, peer, and societal factors
that influence the longevity and quality of life. As people develop awareness of
the body, mind, and spirit connections to wellness and incorporate them into
their own lives, they
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• assume responsibility for their own health and health care;
• try new behaviors and modify others;
Lifestyle consists of choices, actions, habits, and patterns that are within our
control and that increase or decrease our risk for illness or disease.
Behavior is any activity undertaken by a person believing himself/herself to be
healthy, for the purpose of preventing disease or detecting it in an asymptomatic
stage.
Health risk factors are characteristics or patterns of behavior that are
associated with the potential for developing an illness or a disease.
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• ask questions, seek evidence, and evaluate information regarding health
matters;
• strive for self-reliance in personal health matters; and
• voluntarily adopt practices consistent with a healthy lifestyle (Anspaugh
& Ezell, 2007).
Positive/Negative Wellness Behaviors
*This activity was created by William T. Hey in 2002
The purpose of this assignment is to define the dimensions of wellness, identify a positive and one negative behavior for each dimension,
and discuss how to maintain the positive behavior and eliminate the negative behavior for each dimension.
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Step I: Evaluate
• Refer to the information in Chapter 1, Module 1 to understand each
of the definitions for the six dimensions of wellness.
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• Match each definition with the correct wellness dimension.
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Step II: Investigate
Identify at least one behavior in each dimension you currently have
that affects your wellness negatively and at least one behavior in each dimension you currently have that affects your wellness positively. Describe
how the negative behavior you identified affects your wellness and then
describe how the positive behaviors you listed affect your health.
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Step III: Decide
Identify behaviors that you can begin to incorporate into your lifestyle that will impact your overall wellness positively.
Step IV: Manage
Write a paragraph that identifies strategies that will enable you to
maintain the positive behavior and eliminate the negative behavior for
each of the wellness dimensions.
Chapter 1: Wellness and Behavior Change
Module 1.2 Wellness Dimensions
Learning Objectives
After studying this module, the reader will be able to
• identify the wellness dimensions and understand their connections to
holistic health,
• assess individual health across all wellness dimensions, and
• identify how each wellness dimension influences health.
Physical Dimension
Physical wellness is the optimal functioning of all the body’s physiological
systems to help maintain homeostasis (Seward, 2001). Physical wellness is usually the one area that people think of when asked if they are healthy. It includes
having appropriate body composition, flexibility, muscular strength, cardiorespiratory endurance, and practicing health behaviors that include the following:
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• Maintaining physical activity and fitness by warning the body up before
exercise and cooling the body down after exercise, and exercising regularly to maintain muscle flexibility and a range of motion in body joints.
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• Participating in recreational sports and/or activities that help maintain
fitness.
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• Achieving nutritional balance by eating a variety of foods, the recommended amount of servings in the food groups, maintaining a desirable
body weight, limiting saturated fats and cholesterol in the diet, and
drinking plenty of water.
• Protecting oneself from accidents and affiliating with health-minded people.
• Obtaining routine medical check-ups and maintaining recuperative abilities.
• Avoiding harmful behaviors and substances (Hey et al., 2006).
In addition, a newer definition of physical wellness includes our ability to
perform normal activities of daily living (ADLs). ADLs include any daily tasks
and normal body functions necessary to our basic existence as humans in today’s
society such as dressing ourselves or reaching, grabbing, or turning to complete
a daily task. (Donatelle, 2009)
Another aspect of physical wellness is the awareness of our sensory acuity
and the promptness of our responsiveness to healthy or unhealthy events as they
occur. Sensory acuity is the actual physical ability of the sensory organs to receive
Physical wellness is the optimal functioning of all the body’s physiological
systems to help maintain homeostasis.
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input (includes the senses of touch, taste, feel, smell, and sight), while sensory processing (or perception) is the ability to interpret, understand, or make
meaning out of the sensory information the brain has received from the sensory
organs (Kandel et al., 2000).
Mental Dimension
Mental wellness is the ability to perceive reality as it is, to respond to challenges, and to develop rational strategies for living. In 1968, Maslow created a
list of points that relate to the characteristics of a healthy personality (CITE).
School personnel should be aware of these characteristics to help identify students with potential adjustment and personality problems. Not all students will
exhibit the characteristics, and those who do will demonstrate them in various
degrees.
Maslow’s characteristics of a healthy personality included the following
(CORRECT, AUTHORS? ARE THESE MASLOW’S?):
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• Sound perception of reality
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• Increased acceptance of self and others
• Increased spontaneity in actions
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• Ability to focus on problems
• Desire for privacy
• Desire for autonomy
• Increased identity with the human species
• Increased democratic character structure
• Creativity (Ridican, 1993)
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A common human mental reaction used to cope with difficulties in life
when they arise is to trigger the defense mechanism. A defense mechanism is
any behavior used to avoid confronting a situation or problem. It can usually
be helpful in dealing with the stresses of life, if not taken to extremes. However,
when used inappropriately, defense mechanisms can impair emotional health.
Some common defense mechanisms include the following:
• Compensation: Making up for a weakness in one area by emphasizing
strengths in another area
• Daydreaming: Escaping from frustrations, boredom, or unpleasant situations through fantasy
Mental wellness is the ability to perceive reality as it is, to respond to
challenges, and to develop rational strategies for living.
Defense mechanism is any behavior we use to avoid confronting a situation or
problem.
Chapter 1: Wellness and Behavior Change
• Displacement: Transferring feelings concerning one situation or person
to another object, situation, or person
• Idealization: Holding someone or something in such high esteem that the
person or thing becomes perfect or godlike in the eyes of the beholder
• Identification: Assuming the characteristics of someone who is admired
• Projection: Shifting responsibility for one’s behavior onto someone else
• Rationalization: Providing plausible reasons for behavior that are not the
real reasons
• Reaction formation: Reacting in a way opposite to the way one actually
feels
• Regression: Childish, inappropriate behavior by an adult or a return to
former, less mature behavior when under stress
• Repression: Attempting to bury or supress unpleasant or upsetting
thoughts
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• Sublimation: Turning unacceptable thoughts or actions into socially acceptable behaviors
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• Substitution: Replacing a nonattainable goal with one that is attainable
(Karren, 2002; Bandura, 1998; Ridican, 1993).
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Anxiety results from not being able to cope or deal with emotions and situations in emotionally healthy ways. The most common anxiety disorders include
the following:
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• Anxiety reactions are characterized by physical symptoms that include a
rapid and pounding heartbeat, feeling of faintness or dizziness, shortness
of breath, extreme agitation or nervousness, sweating, dry mouth, nausea,
and diarrhea.
• Obsessive-compulsive behaviors arise when an unwanted thought (the
obsession) or action (the compulsion) or both continually intrude on and
interrupt conscious functioning.
• Phobias are unrealistic fears of animals, objects, or situations that produce an overwhelming desire to avoid what is feared.
• Hypochondria is a constant concern about the possibility of contracting
numerous ailments or illnesses.
• Depression is the most frequently occurring emotional disorder and is
characterized by loss of interest in daily living and feelings of extreme or
overwhelming sorrow, sadness, and debility (Donatelle, 2014).
Anxiety results from not being able to cope or deal with emotions and situations
in emotionally healthy ways.
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Suicide is often linked to depression. Suicide is a permanent solution to a
temporary problem (AU: MIGHT BE PERCEIVED AS GLIB OR TRITE).
Suicide is the intentional taking of one’s own life and the leading cause of death
among children and adolescents (CITE) (RESEARCH ON INTERNET
SHOWS ACCIDENTS AS #1 (then homicide with older teens, then suicide).
Some of the reasons that adolescents give for attempting suicide include separation or divorce of parents; death of a parent; feeling unloved by family; difficulty or failing grades in school; experiencing some kind of abuse; depression;
breakup of a relationship; finding it difficult or unable to make positive family
or social adjustments; parents’ expectations are too high, causing conflicts and
fight; and having no friends or poor relationships with friends. Those who are
considering suicide usually give verbal and/or behavioral indicators. Verbal indicators include making statements about wishing they were dead or plans to
kill themselves. Behavioral indicators include extreme mood changes, quitting
school activities or not attending school at all, drug use, sexual promiscuity, and
behavior that is unusually aggressive. Some observable signs of suicidal behavior
include the following:
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• Loss of interest in school and friends
• More frequent illness
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• Sadness for longer periods of time
• Decrease in eating or sleeping
• Giving away prized possessions
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• Lack of goal-setting behavior and self-direction
• Communication of feeling hopeless
• Increased drug and alcohol use
• Withdraws from family and normal activity
• Drastic personality changes
• Violent, hostile, or rebellious behavior (Meeks et al., 2006)
The basic concepts for mental illness prevention include primary, secondary,
and tertiary prevention. Successful primary prevention can reduce the incidence
of mental illness and includes decreasing the likelihood for onset of mental illness by implementing strategies such as cognitive problem solving to prevent
failure in school and social support groups for those diagnosed with depression. Secondary intervention can reduce the prevalence of those incidences that
occur by shortening the duration of episodes through strategies such as case
finding and prompt intervention. Examples of secondary intervention include
assistance, diversion, and crisis intervention programs. Tertiary prevention includes treatment and rehabilitation strategies that are designed to reduce illness
and prevent further problems from occurring. Supported living programs are
examples of tertiary prevention (McKenzie, 2002).
Chapter 1: Wellness and Behavior Change
The two basic approaches for treating mental illness are psychotherapy and
psychopharmacology, which are aimed at 1) reducing symptoms, 2) improving
social and personal functioning, 3) developing and strengthening coping skills,
and 4) promoting behaviors that make a person’s life better. Psychotherapy (or
psychosocial therapy) is treatment through verbal communication, and the three
types include supportive, psychodymanic, and cognitive-behavior therapy. Supportive and psychodymanic involve face-to-face discussions with trained professionals who listen, interpret, define, and attempt to resolve the person’s problems
and include interpersonal, couple, group, and family approaches. Cognitive-behavior therapy involves learning adaptive skills using rewards and satisfaction
and can include biofeedback, stress management, and relaxation training. Psychopharmacology involves treatment with medications (McKenzie, 2002).
Emotional Dimension
Emotional wellness, which is a part of mental health, is the ability to deal
constructively with reality, regardless of whether the situation is good or bad.
Emotion is described by commonly used terms such as anger, guilt, fear, joy,
love, jealousy, courage, and sadness, along with the sensations of pleasure and
pain as well as hunger and thirst (Girdano, 2001).
The implied concept in this definition is that a mentally healthy person is in
touch with his or her feelings and can express these feelings appropriately. An
emotionally healthy person is able to do the following:
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• Learn from past life experiences and try to behave differently the next
time.
• Accept responsibility for actions.
• Understand and accept the existence of cultural diversity and its contribution to the quality of living.
• Analyze thoughts to make good ethical decisions and consider alternatives before making decisions.
• Remain flexible to changes and can maintain life stability in healthy ways.
• Have strong morals and healthy values and a sense of meaning and affirmation of life.
• Have satisfying interpersonal relationships and feel loved and supported
by family and friends.
• Be compassionate and tolerant of others whether even if behavior or
beliefs conflict with one’s own.
• Set achievable goals, learn from the mistakes of others, and focus on reality.
Emotional wellness, which is a part of mental wellness, is the ability to deal
constructively with reality, regardless of whether the situation is good or bad.
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• Handle various social settings well and make the best of bad situations.
• Express feelings with others and consider their feelings.
• Flexible and adaptable to a variety of circumstances and open to new
ideas (Hey et al., 2006).
Spiritual Dimension
Spirituality is thought to have important implications for an individual’s
health status. Spirituality can be explained as a personal code of ethics, a moral
structure, a person’s center, his or her feelings of oneness with surroundings, or
a relationship with a higher power. The spiritual component of holistic wellness
provides meaning and direction to a person’s life through nature, science, religion, morals, values, and ethics.
Some people experience this “wholeness” or connectedness through their relationship with established religion. Others experience it through their personal
philosophy of life. A positive spiritual self is a subjective idea, thought to support
peacefulness, healthy interpersonal relationships, motivation, and self-nurturing. These qualities are believed to increase the level of wellness (Seward, 2001).
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Influences of Spirituality on Wellness
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Historically, spirituality and medicine have been intertwined since medicine
men and priests (OR RELIGIOUS FIGURES?) were considered to be healers
and the earliest doctors. Disease was considered to be supernatural, and those
who dealt with disease were considered to have power of the spirits, and not
until Hippocrates was medicine considered separate from religion.
Does spirituality influence wellness? Some believe the impact of spirituality
on wellness is due to attitude, faith, hope, and commitment, all of which imply
an internal locus of control, coupled with following an ethical path involving
fulfillment, purpose, and meaning, which leads to enhanced self-esteem and a
connectedness with others and self, all of which in turn promote the influences
of spirituality on wellness (Karren et al., 2002).
The following are characteristics of a spiritually healthy person:
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• Awareness and knowledge of a purpose in life.
• Harmony within, peace of mind, happiness within, joy within, self-satisfaction, love of others and self.
• Contentment with self and in touch with the soul within.
• Appropriate expression of spirituality in healthy ways and a positive outlook on life.
• Belief that spirituality helps self to remain calm, strong, and better deal
with difficult times.
Spirituality is a personal code of ethics, a moral structure, a person’s center,
feelings of oneness with surroundings.
Chapter 1: Wellness and Behavior Change
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• Recognition of the positive contribution that faith can make to the quality of life.
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• New experiences are regularly undertaken to enhance spiritual wellness,
which includes reading some form of spiritual literature on a regular basis
(Hey & Caldreon, 2006).
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Pillars of Human Spirituality
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There are three things that constitute the core of spirituality: relationships,
values, and a purpose in life. All of these can lead to a higher consciousness.
Relationships. The relationships that are internal involve how you relate to,
govern, and know yourself and includes soul searching, reflection, meditation,
prayer, and keeping your ego in check. Most importantly, it involves a relationship with your higher self or even an integration of the self with a conscious
recognition of your higher self. See yourself as whole, yet a part of something
much larger. Those relationships that are external involve how we relate to everyone and everything outside ourselves and are often a reflection of how we see
and treat ourselves.
Personal value system. Though intangible by nature, values are abstract
ideas that a person gives importance to and are often symbolized in material
form. Values can direct our lives in powerful ways because they constitute how
we conduct our relationships.
Purpose in life. At the heart of finding a meaningful purpose in life is the
question, “Why am I here?” There is an underlying purpose to everything we
do, especially when life has meaning. In essence, human spiritual wellness can be
summarized as being the maturation of a higher consciousness as a result of the
dynamic integration of the three pillars described above (Seward, 2001).
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
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Social Dimension
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Social wellness is the ability to interact effectively with other people and
the social environment, to develop satisfying interpersonal relationships, and to
fulfill social roles. Social wellness involves participating in and contributing to
your community, living in harmony with fellow human beings, and developing
positive interdependent relationships with others.
Social wellness is a bond we forge with others that allows us to use them as
resources, fill needs, and rely on for support. Socially healthy people have the
ability to listen to others, form attachments that are healthy, express themselves
appropriately, behave in acceptable and responsible ways around others, and find
a good niche for themselves in society.
Social bonds have been likened to being the foundation of human life because these bonds reflect the highest level of closeness humans develop with other humans. Social bonds can provide us with social intimacy, belonging, nurturance, and reassurance of our self-worth. The complex concept of social support
refers to the people and services we have interaction with and share some kind of
social connections (Donatelle, 2014).
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Environmental Dimension
Environmental wellness refers to the impact that the world has on well-being. It means protecting yourself from dangers in the air, water, and soil, products you use, and also working to preserve the environment itself. The environEnvironmental wellness refers to the impact that the world has on well-being. Chapter 1: Wellness and Behavior Change
ment also includes the range of conditions that can influence your health, and
includes such things as the availability of resources and the physical conditions
(temperature, humidity, toxins, allergens, pathogens, noise, and radiation) of a
person’s surroundings. The personal environment includes the home, neighborhood, and workplace, with health concerns being indoor air quality, drinking
water, endocrine disrupters, and noise.
One’s occupational ??? as related to the workplace can affect environmental
wellness. Vocational or occupational wellness involves the importance of and impact the workplace has on our sense of well-being and healthfulness. It relates to
the contributions we make to the world we live in and can be a source of life-enhancing skills such as conflict resolution, shared responsibilities, and intellectual
growth (Payne & Hahn, 2009).
Hey’s Health Star
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*This activity was created by William T. Hey in 2004
The purpose of this assignment is to evaluate your current health status in
the six dimensions of wellness.
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Step I: Evaluate
•
Review the diagram of Hey’s Health Star to decide where to place a mark
on each of the wellness light beams.
•
Consider the behaviors you currently have that allow you to place a mark
farther from the star core and those behaviors that require you to place a
mark closer to the star core.
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Step II: Investigate
Each line of the star represents a light beam of your health. Place a dot on
all seven light beams of the star diagram that you believe best represent your
current level of health. Draw a line that connects all seven light beams to see
how brightly your health star is shinning. The farther away from the star core,
the brighter your health star is in that particular light beam dimension.
Step III: Decide
Your objective is to get your health star to go supernova. You can do this
by practicing healthy behaviors in all seven light beam dimensions. The more
healthy behaviors you have in each of the light beam dimensions, the closer
your health star is to going supernova. Describe the healthy behaviors you currently have that will increase the chances of your star going supernova.
Step IV: Manage
Create a paragraph that identifies strategies that improve your wellness in
each of the dimensions and identify ways you can eliminate the negative behav-
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
iors that are affecting your wellness. Identify which of your light beams is shining
the brightest, and then list the healthy behaviors you currently practice that can
help your health star go supernova.
Module 1.3 Behavior Change
Learning Objectives
After studying this module, the reader will be able to
• identify factors that affect behavior change, and
• identify behavior change strategies that improve overall wellness.
Factors Affecting Behavior Change
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“It’s time, I’m ready.” Whether you decide for yourself or your family physician tells you to do it, behavior change is a necessity when your life may be in
the balance. Individual behavior change is the major determinant of good health
and leading a wellness life style. Heredity, access to health care and the environment all play a part in determining a person health status. However the several
key actions that influence someone’s wellness include the following:
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• getting a good night’s sleep,
• maintaining healthy eating habits,
• managing weight,
• participating in physical activity,
• practicing safe sex,
• avoiding tobacco,
• limiting alcohol intake,
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• having regular medical check-ups,
• performing self-exams,
• controlling stressors,
• maintaining meaningful relationships,
• making time for yourself, and
• learning to laugh and do something fun each day.
Behavior change takes time and does not occur at the snap of your fingers. In
order to formulate an effective plan of change, it is important to recognize and
understand that the factors that influence behavior change include predisposing
factors, enabling factors, and reinforcing factors. Predisposing factors that influence behavior are our life experiences, knowledge, beliefs, values, attitudes,
Chapter 1: Wellness and Behavior Change
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culture, age, sex, race, income, heredity, education, and access to health care.
Enabling factors that make health decisions more easy or difficult are our skills
and abilities; our physical, mental, and emotional capabilities; adequate supports
and availability of health resources; the community and government priority and
commitment to health; safe areas, and our time and money. Reinforcing factors
that promote the likelihood of behavior change occurring are incentives and
rewards, support from significant people in our life, employer actions and policies, health provider access and cost, community resources, and access to health
education (Meeks et al., 2007).
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Readiness to Change
The desire or wanting to change a behavior is the first step in the change
process. The motives and inspiration to change behavior must be combined
with common sense, dedication, commitment, and a complete understanding
of what it will take to get your change goals accomplished. A “readiness” must
be present for the process to begin. Readiness is a particular state of being that
is present in someone before behavior change begins, thus causing that person
Predisposing factors are our life experiences, knowledge, beliefs, values,
attitudes, culture, age, sex, race, income, heredity, education, and access to
health care.
Enabling factors are our skills and abilities; our physical, mental and emotional
capabilities; adequate supports and availability of health resources; the
community and government priority and commitment to health; safe areas, and
our time and money.
Reinforcing factors promote the likelihood of behavior change occurring are
incentives and rewards.
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
to be more likely to put forth the actual effort needed for change. According to
Prochaska and DiClemente (1983), any person wanting to change behavior goes
through a series of stages that adequately prepares them for the eventual change.
They called this the Transtheoretical Model of Health Behavior Change (or the
Stages of Change Model). The likelihood of change successfully occurring is
greatly increased when a person has proper reinforcement and help during each
of the stages. The stages of the model include the following:
Precontemplation
There is no current intention of changing, but a person might have tried and
given up or might be in denial or be unaware of any problem. Encouragement
from family or friends might be needed before precontemplators will take a
closer look at their problems.
Contemplation
A problem is recognized, and the person begins to contemplate the need for
change. An increased awareness of the problem has been acknowledged, but
the person usually needs a little push from family or friends to get started. The
person still might need time to identify the needed action and the needed skill
to carry out the action for change.
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Preparation
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A person is now close to taking action. A plan that focuses on what can be
done is in place and factors that have enabled or obstructed success in the past
have been identified and modified. The plan includes realistic goals, taking small
steps, changing only a couple things at once, rewarding small milestones, and
seeking support from friends and family.
Action
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A person implements and begins to follow the action change plans. Those
who have prepared for change by setting realistic goals, considering alternatives
to their plans, and identifying support systems are more likely to succeed.
Maintenance
Maintenance is an important part of behavior change because it requires
long-term commitment as well as attention to detail, vigilance, and above all
else, perseverance in order to succeed. A person cannot relax after a goal is
reached; instead it is the time to prepare for potential relapses and identify strategies to deal with these kinds of setbacks. Some of the most common causes of
relapse include emotional distractions as a result of some stressor, some kind of
overconfidence, and the temptations that surround us every day. This is the time
to continue the actions that led to the success in the first place.
Termination
The old behavior has ceased and the new behavior is so engrained that it is
now an essential part of the person’s daily life style. (Donatelle, 2010)
Chapter 1: Wellness and Behavior Change
Another model for behavior change proposes that our beliefs play a part in
the decision to change behavior. Even though we might know a particular behavior is harmful to us, we still do nothing about it (i.e., use tobacco products,
poor diet). The Health Belief Model (Rosenstock, 1966) shows when our beliefs
affect behavior change by identifying several factors that must support a belief
before a change in behavior can occur.
• Perceived seriousness of the health problem. The more serious the perceived effect of the threat is to our health, the increased likelihood we will
take some kind of action to alleviate the threat.
• Perceived susceptibility to the health problem. When we perceive the
likelihood of developing a health problem out weighs our desire to continue the behavior then we are more likely to implement actions to reduce the threat to our health.
• Cues to action. When we are alerted to or reminded of the potential
seriousness of the threat to our health, then the likelihood of taking the
necessary action increases.
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Concept
Definitions
Applications
Perceived
One’s opinion of chances of getting
a condition
Define populations(s) at risk, risk
levels; personalize risk based on
a person’s features or behavior;
heighten perveived susceptibility if
too low.
One’s opinion of how serious a
condition and its consquences are
Specify consequences of the risk and
the condition
One’s belief in the efficacy of the
advised action to reduce risk or
seriousness of impact
Define action to take; how, where,
when; clarify the positive effects to be
expected.
Barriers
One’s opinion of the tangible and
psychological costs of the advised
action
Identify and reduce barriers through
reassurance, incentives, assistance.
Cues to
Strategies to activate “readiness”
Provide how-to information, promote
awareness, reminders.
Confidence in one’s ability to take
action
Provide training, guidance in
performing action.
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Perceived
Severity
Perceived
Benefits
Perceived
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Action
Self-Efficacy
Behavior Change Planning
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Before any behavior change can begin, a person must determine the factors
that influence and cause unhealthy and risk behaviors to continue. By assessing
these causes, a person can determine where change needs to occur. What triggers
a behavior to occur in a particular situation? The two components of any given
situation are the things that happen before and after an event. The importance
of doing a self-assessment cannot be overstated. Whatever cues or stimulates a
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
person to act in certain ways is called an antecedent, and it can be a thought, an
emotion, an event, or other people’s actions. The consequences—good or bad—
affect the likelihood and frequency of the behavior occurring again. Therefore,
learning to recognize the triggers (or motives) of behavior, and modifying them,
is vitally important to a person’s ability to change unhealthy behaviors.
Ask yourself the following question: “Do I have a behavior that I want to
change, or better yet, that needs to be changed?” In order for behavior change
to be successful, the answers to the above question must be identified. A way of
analyzing a person’s behavior is to consider the following components.
• What is the frequency of the behavior?
• What is the duration of the behavior?
• Is the seriousness of the behavior affecting your health negatively?
• Is the problem behavior based on facts, perceptions, or deliberate actions?
• What antecedents trigger the unhealthy behavior?
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Once you have assessed your actions and determined the triggers for your
unhealthy behavior, what do you do next? To start making positive behavior
changes, it is now time to set realistic goals. It will not be easy, but the following
questions must now be answered.
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1. What is my ultimate behavior change goal?
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2. If I were to prioritize the behaviors I wanted to change, which behavior
would I start with?
3. Is this behavior change important, and am I doing it for myself?
4. Are the potential positive outcomes really what I want to accomplish?
5. Are there any health promotion programs I can use for help?
6. Do I have a support system in place to help me achieve my behavior
change? (Donatelle, 2014).
Behavior Change Strategies
Once you complete a self-analysis and have identified the factors that influence your negative behaviors, what do you do now? What strategies can you
implement to change unhealthy habits? The most common strategies for behavior change are shaping, visualization, modeling, controlling the situation,
reinforcement, changing self-talk, and problem solving.
• Shaping uses a series of small steps to help a person achieve his or her
goal.
• Visualization (or imagined rehearsal) uses mental practice to change behaviors by visualizing ahead of time the planned action and thus becomAntecedents are assessing what cues or stimulates a person to act in certain
ways. Chapter 1: Wellness and Behavior Change
ing prepared when the actual plan is tested.
• Modeling is one of the most effective strategies for changing behavior
and uses the technique of learning specific behaviors by watching others
perform them.
• Controlling the situation (or situational inducement) allows a person to
positively influence his or her behavior by avoiding (or controlling) situations and occasions that can trigger unhealthy behaviors.
• Reinforcement is a strategy that involves rewarding yourself in order to
reinforce the positive behavior. Most positive reinforcers are classified as
consumable (usually editable items), activity (doing something fun), manipulative (incentives to exchange for something you want), possessional
(usually a tangible item of some kind), and social (usually some kind of
sign of appreciation or approval).
• Self-talk can impact our self-image and help modify behaviors; therefore
the manner in which we think of and talk to ourselves is extremely important and must be positive in nature (Donatelle, 2010).
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Behavior change is not easy. Therefore, recognizing potential barriers that
may occur when attempting behavior change can help you make it through the
process.
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• Remember to set achievable goals that are not overly ambitious.
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• Avoid a self-defeating mind-set regarding beliefs and attitudes, because
health problems can occur no matter your age and you are not helpless
when it comes to changing behaviors.
• Inaccurately assessing your current wellness status by doing too much too
fast can result in a diminished commitment and inspiration to change
your behavior.
• Acknowledge you will need support and guidance while attempting behavior change.
• Be cognizant of emotional reactions to life’s challenges and do not allow
them to sabotage your efforts for behavior change (Hoeger & Hoeger,
2008; Payne et al., 2009).
A strategy often used to continue the commitment to behavior change is the
use of a behavior change contract. A behavior change contract is a tool used as
a promise to yourself of your intent to change a behavior. Writing a behavior
change contract can help clarify goals by identifying the beginning and completion dates, listing your daily actions and potential barriers encountered along
the way, strategies to implement to address the barriers, identifying your support system, and most importantly be used as a constant reminder of the health
benefits that you will receive from completing your behavior change program.
Below is just one example of the possible contents of a behavior change contract
(Donatelle, 2014).
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
Behavior Change Contract
My behavior change will be: ___________________________________________
My short-term goals, rewards, and target dates to help with this behavior
change are:
_____________________
_____________________
_____________________
Short-term goal
target date
reward
_____________________
_____________________
_____________________
Short-term goal
target date
reward
_____________________
_____________________
_____________________
Short-term goal
target date
reward
My long-term goals, rewards, and target dates to help with this behavior
change are:
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_____________________
_____________________
_____________________
Long-term goal
target date
reward
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_____________________
_____________________
_____________________
Long-term goal
target date
reward
_____________________
_____________________
_____________________
Long-term goal
target date
reward
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The obstacles to my behavior change are (my current behaviors or situations that are interfering with my behavior change).
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1.
___________________________________________________________________
2.
___________________________________________________________________
3.
___________________________________________________________________
The strategies I will implement to overcome the obstacles in my way are:
1.
___________________________________________________________________
2.
___________________________________________________________________
3.
___________________________________________________________________
Resources I will use to help achieve my behavior change are:
People: _________________________________________________________________
School/Community: _______________________________________________________
Print material: ____________________________________________________________
By signing this contract with myself, I intend to make the behavior change
identified above. I agree to accomplish the goals by the dates specified,
use the strategies, overcome the barriers, and use the rewards to achieve
the needed behavior change that will improve my overall wellness.
Signed:_________________________
Witness: __________________________
Chapter 1: Wellness and Behavior Change
Body-Mind-Spirit
The purpose of this assignment is to determine the “frequency” with which
people participate in positive health behaviors and agreement with characteristics that contribute to their overall well-being in the areas of body, mind, and
spirit.
Step I: Evaluate
•
Complete the BMS-WBCI by circling the number in the box next to the
statement that describes the “frequency” with which they participate in positive health behaviors.
•
Circle only one number per statement. The number choices correspond to
the following responses. The number “1” represents the frequency choice
of Rarely/Seldom, the “2” represents the frequency choice of Occasionally/
Sometimes, and the “3” represents the frequency choice of Often/Always.
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Step II: Investigate
The BMS is scored by totaling the numbers circled for each item within each
wellness area or scale. The subtotals for each wellness area or scale can be
totaled for a total wellness score. The higher the score, the more often healthy
behaviors are occurring and the stronger positive characteristics exist. The
lowest possible total score on the BMS-WBCI is a 44, which can be obtained
by answering “1” to all of the behavior statements. The highest possible score
on the BMS-WBCI is a 132, which is obtained by answering “3” to all or the
behavior statements.
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Step III: Decide
The total score for either a subscale or the whole instrument can be interpreted using the following:
Raw Score
Interpretation/Actions needed
44-73
Need immediate behavior change to improve wellness lifestyle
77-103
On the way to a wellness lifestyle, but behavior change in
needed in certain areas
104-132
Frequency of behaviors indicate that a healthy lifestyle exists
To use each scale independently, the scoring breakdown for the interpretation
is below
Body
9-14
Need immediate behavior change to improve wellness lifestyle
15-20
On the way to a wellness lifestyle, but behavior change is
needed in certain areas
21-27
Frequency of behaviors indicate that a healthy lifestyle exists
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
Mind
20-33
Need immediate behavior change to improve welness lifestyle
34-47
On the way to a wellness lifestyle, but behavior change is
needed in certain areas
48-60
Frequency of behaviors indicate that a healthy lifestyle exists
Spirit
15-24
Need immediate behavior change to improve wellness lifestyle
25-34
On the way to a wellness lifestyle, but behavior change is
needed in certain areas
35-45
Frequency of behaviors indicate that a healthy lifestyle exists
Step IV: Manage
Create a paragraph identifying strategies that you can use to improve your
wellness in all three areas.
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Review
Wellness is not a right granted to everyone freely. Achieving wellness, especially holistic wellness, is a lifelong process of progress and setbacks. It includes
obtaining the necessary knowledge that can be applied to our personal lives to
improve our wellness and from which implementing and maintaining behaviors
conducive to achieving our human potential REWRITE.
Living is change, growth is change, and with change comes necessary adaptation to that change. Therefore, understanding that wellness is dynamic with the
dimensions of wellness that make us who we are as being independent as well as
interactive with each other CONFUSING. So the connectedness of the body,
mind, and spirit is what makes us who we are. In order to become as healthy as
possible, we must continuously tend to all three dimensions to reach our fullest
potential as individuals.
This text includes fundamental information about wellness topics, provides
resources that enable you to create a personal health profile, challenges you to
think more critically before making decisions that affect your health, and provides a better understanding of how your actions or inactions can significantly
impact your wellness. This technology-driven learning system allows for online
interactions with yourself, other students, the Internet, and your instructor; but
most important, it allows you to be actively engaged in the learning process.
You are able to evaluate and recognize the achievements you make in your
health status and identify the challenges ahead as you pursue your personal behavior changes. You will begin to look at wellness in a more inclusive and global
way because the more frequently you make informed decisions, the more you
will improve the quality and length of your life.
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Chapter 1: Wellness and Behavior Change
Chapter Questions
1. Define holistic wellness.
2. What are the dimensions of holistic wellness?
3. Identify how lifestyle and behavior impact our wellness.
4. The choices, actions, habits, and patterns that are within our control and
that increase or decrease our risk for illness or disease are defined as what?
5. What is the term defined as the belief in one’s ability to accomplish a
specific task or behavior.
6. ___________is defined as any activity undertaken by a person believing
himself/herself to be healthy; for the purpose of preventing disease or
detecting it in an asymptomatic stage.
7. _________________ are characteristics or patterns of behavior that are
associated with the potential for developing an illness or a disease.
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8. A _____________ is any behavior we use to avoid confronting a situation or problem.
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9. __________ results from not being able to cope or deal with emotions
and situations in emotionally healthy ways.
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10.A personal code of ethics, a moral structure, a person’s center, his or her
feelings of oneness with his/her surroundings is defined as what?
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11.What are the factors associated with behavior change and how do they
impact wellness?
12.Identify behavior change strategies and provide examples of how they
affect behavior change.
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
Module 1.1 Activity
Holistic Wellness
Health means being sound in body, mind, and spirit. Health is a process of
discovering, using, and protecting all the resources within our bodies, minds,
spirits, families, communities, and environment. Holistic wellness looks at
health and the individual as a whole, rather than part by part.
Physical
Physical health means feeding our bodies nutritiously, exercising them regularly, avoiding harmful behaviors and substances, watching out for early signs
of sickness, and protecting ourselves from accidents. It also includes being in
tune with the five senses.
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Emotional
Emotional health refers to our emotional state—our feelings and thoughts. It
involves awareness and acceptance of a wide range of feelings for oneself and
others, the ability to express emotions constructively, to function independently,
and to cope with the challenge of daily stress.
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Environmental
Environmental wellness refers to the impact that your world has on your
well-being. It means protecting yourself from dangers in the air, water, and soil,
products you use, and also working to preserve the environment itself.
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Spiritual
Spiritual wellness is a belief in some meaning or order in the universe, a
higher power that provides a greater significance to individual life. It is the ability
to develop the spiritual nature to its fullest potential and includes the ability to
discover and articulate our own basic purpose in life, learn how to experience
love, joy, peace, and fulfillment, and how to help others achieve their full potential. It involves willingness to seek harmony between that which lies within the
individual and forces that comes from outside the individual.
Social
Social health is the ability to interact effectively with other people and the
social environment, develop satisfying interpersonal relationships, and fulfill social roles. It involves participating in and contributing to the community, living
in harmony with fellow human beings, and developing positive interdependent
relationships with others.
Chapter 1: Wellness and Behavior Change
Intellectual
Intellectual wellness refers to your ability to think, your openness to new
ideas, and your capacity to question and evaluate information. It involves the
ability to learn from life experiences and the development of critical thinking
skills, including learning how to evaluate health information.
Occupational
Occupational health involves the importance of and impact the workplace
has on our sense of well-being and healthfulness. Contributions to the world
we live in, a source of life-enhancing skills such as conflict resolution, shared
responsibilities, and intellectual growth.
“Holistic Wellness”
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Name:_____________________________________ Date: ______________
Directions: Match each of the dimensions with its definition by writing the correct
letter in the blank to the left and “LIST one positive and one negative” BEHAVIOR for each dimension.
_____1. Physical
Positive Behavior—
Negative Behavior—
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_____2. Emotional
Positive Behavior —
Negative Behavior —
_____3. Environmental
Positive Behavior —
Negative Behavior —
_____4. Spiritual
Positive Behavior —
Negative Behavior —
_____5. Social
Positive Behavior —
Negative Behavior —
_____6. Intellectual
Positive Behavior —
Negative Behavior —
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
Choices
A. The ability to interact effectively with other people, to develop satisfying interpersonal relationships, and to fulfill social roles.
B. A belief in some meaning or order in the universe, a higher power that provides a greater significance to individual life.
C.Feeding our bodies nutritiously, exercising them regularly, avoiding harmful
behaviors and substances, watching out for early signs of sickness, and protecting ourselves from accidents.
D. The impact that your world has on your well-being.
E. The ability to think, your openness to new ideas, and your capacity to question and evaluate information.
F. Our emotional state, our feelings and thoughts.
This activity was created by William T. Hey in 2002
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Activity
PR1.2
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Hey’s Health Star
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Directions:
Each line represents a light beam of your health. Place a dot on all seven light
beams of the star diagram that you believe best represent your current level of
health. Draw a line that connects all seven light beams to see how brightly your
health star is shinning. The farther away from the star core, the brighter your
health star is in that particular light beam dimension. Your objective is to get your
health star to go supernova. You can do this by practicing healthy behaviors in
all seven light beam dimensions. The more healthy behaviors you have in each
of the light beam dimensions, the closer your health star is to going supernova.
Chapter 1: Wellness and Behavior Change
Identify which of your light beams is shining the brightest and then list the
healthy behaviors you currently do that help your health star go supernova.
Brightest Light Beams
Healthy Behaviors
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Identify which of your light beams is the dimmest? List the harmful behaviors
you currently do that prevent your health star from going supernova.
Dimmest Light Beams
Harmful Behaviors
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
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Briefly summarize your plan to get your health star to achieve supernova.
__________________________________________________________
This activity was created by William T. Hey in 2004
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Module 1.3 Activity
Body-Mind-Spirit Wellness Behavior and Characteristic Inventory
(BMS-WBCI)
*The BMS-WBCI was created by Hey & Calderon in 1996
Instructions: Participants should complete the BMS-WBCI by circling the number in the box next to the statement that describes the “frequency” with which
they participate in positive health behaviors and agreement with characteristics
that contribute to their overall well-being in the areas of body, mind, and spirit.
Participants should circle only one number per statement. The number choices
correspond to the following responses. The “1” represents the frequency choice
of Rarely/Seldom, the “2” represents the frequency choice of Occasionally/
Sometimes, and the “3” represents the frequency choice of Often/Always.
Scoring: The BMS-WBCI is scored by totaling the numbers circled for each
item within each wellness area or scale. The subtotals for each wellness area or
scale can be totaled for a total wellness score. The higher the score, the more
often healthy behaviors are occurring and the stronger positive characteristics
exist. The lowest possible total score on the BMS-WBCI is a 44, which can be
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
obtained by answering “1” to all of the behavior statements. The highest possible score on the BMS-WBCI is a 132, which is obtained by answering “3” to all
or the behavior statements.
Interpretation: The total score for either a subscale or the whole instrument can
be interpreted using the following:
Raw Score
Interpretation/Actions needed
44-73
Need immediate behavior change to improve wellness lifestyle
77-103
On the way to a wellness lifestyle, but behavior change in
needed in certain areas
104-132
Frequency of behaviors indicate that a healthy lifestyle exists
To use each scale independently, the scoring breakdown for the interpretation
is below
UNP
Body
9-14
15-20
21-27
Mind
RO
O
Need immediate behavior change to improve wellness lifestyle
On the way to a wellness lifestyle, but behavior change is
needed in certain areas
FED
Frequency of behaviors indicate that a healthy lifestyle exists
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20-33
Need immediate behavior change to improve welness lifestyle
34-47
On the way to a wellness lifestyle, but behavior change is
needed in certain areas
48-60
Frequency of behaviors indicate that a healthy lifestyle exists
Spirit
15-24
Need immediate behavior change to improve wellness lifestyle
25-34
On the way to a wellness lifestyle, but behavior change is
needed in certain areas
35-45
Frequency of behaviors indicate that a healthy lifestyle exists
Body-Mind Spirit Wellness Behavior and Characteristic Inventory©
1. = Rarely/Seldom
2. = Occasionally/Sometime 3. = Often/Always
Body
1. I limit risky behaviors (i.e., driving fast, bungee jumping, sky
diving, etc.)
1
2
3
2. I maintain my fitness by exercising regularly and maintaining a
healthy weight.
1
2
3
Chapter 1: Wellness and Behavior Change
3. I have a reasonable amount of flexibility and do exercises that
help maintain my range of motion.
1
2
3
4. I use warm-up activites before exercising to help prevent injuries.
1
2
3
5. I eat a variety of foods and get the recommended number of
daily servings from each food group.
1
2
3
6. I eat a balanced diet low in saturated fat and cholesterol.
1
2
3
7. I participate in recreational sports or activities that help maintain
my fitness.
1
2
3
8. I drink at least eight glasses of water a day.
1
2
3
9. I surround myself with physically healthy people.
1
2
3
1
2
3
Mind
UNP
10. I learn from my past life experiences.
11. I am open to new ideas
1
2
3
12. I learn from my mistakes and try to behave differently the next
time.
1
2
3
1
2
3
RO
O
FED
13. I talk with people, rather than talk at people.
14. I accept responsibility for my actions.
1
2
3
GAL
LEY
15. I understand and accept the existence of cultural diversity and
its contribution to the quality of living.
1
16. I make good ethical decisions.
1
2
3
1
2
3
17. I consider alternatives before making decisions.
18. I focus on reality.
2
3
1
2
3
19. I am flexible to changes and can maintain stability in my life in
healthy ways.
1
2
3
20. I have strong morals and healthy values.
1
2
3
21. I learn from the mistakes of others.
1
2
3
22. I have satisfying interpersonal relationships.
1
2
3
23. I feel loved and supported by family and friends.
1
2
3
24. I am tolerant of others whether or not I approve of their behavior or beliefs.
1
2
3
25. I set achievable goals for myself.
1
2
3
26. I handle various social settings well.
1
2
3
27. I analyze my thoughts (I think, question, and evaluate) before
I act.
1
2
3
28. I make the best of bad situations.
1
2
3
29. I express my feelings with others and consider their feelings.
1
2
3
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
Spirit
30. I experience harmony within.
1
2
3
31. I experience peace of mind.
1
2
3
32. I am in touch with the soul within.
1
2
3
33. I experience happiness within.
1
2
3
34. I experience joy within.
1
2
3
35. I experience self-satisfaction.
1
2
3
36. I express my spirituality appropriately and in healthy ways.
1
2
3
37. My spirituality helps me remain calm, strong, and to better
deal with difficult times.
1
2
3
38. I recognize the positive contribution faith can make to the
quality of my life.
1
2
3
39. I routinely undertake new experiences to enhance my spiritual
health.
1
2
3
UNP
40. I have a positive outlook on life.
1
2
3
41. I am content with who I am.
1
2
3
42. I know my purpose in life.
RO
O
1
2
3
43. I read some form of spiritual literature on a regular basis.
1
2
3
44. I experience love of others and myself.
1
2
3
FED
GAL
LEY
The Body-Mind Spirit Wellness Behavior and Characteristic Inventory © is copy
write by W. T. Hey & K. S. Calderon
Chapter 1: Wellness and Behavior Change
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UNP
RO
O
FED
GAL
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Interactive Health & Fitness: A Practical Approach to Improving Wellness
Web Links
American Medical Association
www.ama-assn.org
American Psychological Association
www.apa.org
Anxiety Disorders Association of America
www.adda.org
Children’s Defense Fund
www.childrensdefense.org
CDC Wonder
http://wonder.cdc.gov
UNP
Mental Health America
www.nmha.org
RO
O
FED
National Center for Health Statistics
www.cdc.gov/nchs/default.htm
National Health Information Center
www.health.gov/nhic
National Institutes of Health
www.nih.gov
WebMD
www.webmd.com
GAL
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Youth Risk Behavior Surveillance System (YRBSS)
www.cdc.gov/needphp/dash/yrbs